Profile of graduates of the Master Programme in Basic Education at Universitas Pendidikan Ganesha are practitioners and researchers who can apply theories and learning models professionally and independently and based on science and technology to solve basic education problems.
1. Attitude : | |
A1. |
Demonstrate scientific, educative, and religious attitudes and behaviors that contribute to improving the quality of life for the community, nation and state based on academic norms and ethics based on the Tri Hita Karana (Three causes of Prosperity) values. |
2. Knowledge : | |
K1. |
Mastering the scientific philosophy of science, technology, and art that has novelty values in the field of basic education science and professional practice through research to produce creative, original, and tested works. |
K2. |
Mastering problem-solving knowledge of science, technology, and art in the field of basic education science through an interdisciplinary and multidisciplinary approach. |
K3. |
Mastering knowledge of scientific procedures in the management and development of research that is beneficial for the benefit of mankind and is able to gain national recognition. |
3. General Skills : | |
GS1. |
Able to integrate learning and innovation skills, mastering technology and information, career development, and life skills to become lifelong learners. |
GS2. |
Able to develop and publish logical, critical, systematic, and creative thinking through scientific research, create designs or works of art with an interdisciplinary or multi-disciplinary approach, which pays attention to humanities values according to their field of expertise. |
4. Specific Skills : | |
SS1. |
Able to develop science, technology, and art in innovative and creative learning in the field of basic education through inter or multidisciplinary research approaches. |
SS2. |
Able to communicate the results of research and development of science, technology, and art in innovative and creative learning in the field of basic education through publications published in national journals (minimum Sinta 2) or accepted in international journals. |
SS3. |
Able to solve learning problems and basic education management through an inter or multidisciplinary approach. |
SS4. |
Able to find or develop innovations, policies, and basic education management through inter or multidisciplinary approach. |
NO | COURSES | CREDIT HOURS | SEMESTER | |
A | Core Study Course | |||
a. Compulsory Courses | ||||
1. | Developmental Psychology and Education | 2 | I | |
2. | Educational Research Methodology | 2 | I | |
3. | Applications of Statistics in Education | 2 | I | |
4. | Early Grade Literacy | 2 | I | |
5. | Science in Basic Education | 2 | I | |
6. | Mathematics in Basic Education | 2 | I | |
7. | Social Science in Basic Education | 2 | I | |
8. | Leadership based on Tri Hita Karana | 3 | II | |
9. | Civic Education in Basic Education | 2 | II | |
10. | Indonesian Language and Literature in Basic Education | 2 | II | |
11. | Learning Innovation in Basic Education | 2 | II | |
12. | Assessment in Basic Education | 2 | II | |
13. | School and Curriculum Review | 3 | II | |
14. | Comparative Study of Basic Education | 3 | III | |
15. | Thesis | 8 | III / IV | |
b. Elective Courses | ||||
16. | 21st Century Learning Foundation and Innovation | 3 | II | |
17. | Global Perspectives and Problems in Basic Education | |||
The total of credit hours | 42 | |||
B | Aanvullen Courses | |||
1. | Instructional Assessment and Evaluation | 2 | I | |
2. | Instructional Strategy | 2 | I | |
3. | Curriculum Review | 2 | II | |
4. | Learning and Instruction | 2 | II | |
5. | Educational Insights | 2 | III | |
6. | Student Development | 2 | III | |
The total of credit hours | 12 | |||
Total numbers of credit hours for students with the same background of education | 42 | |||
Total numbers of credit hours for students with the different background of education | 54 |
NO | COURSES | DESCRIPTION |
1. | Developmental Psychology and Education | This course aims to improve knowledge and skills in a more in-depth manner on theories of child development psychology, as well as educational psychology such as behaviouristic, constructivist, and sociocultural. |
2. | Educational Research Methodology | This course aims to present the philosophy, methodological basis and operationalization of research in the field of education, which is focused on quantitative research, and literature. Course topics and assignments will cover the logical basis of scientific research, problem formulation, the role of developing a theoretical framework, selecting variables and their relationships, formulating hypotheses and selecting appropriate data analysis techniques within the scope of basic education. |
3. | Applications of Statistics in Education | This course aims to present basic techniques in quantitative data processing and presentation, data distribution, analysis prerequisite testing, simple linear regression calculation, simple linear correlation, inferential statistics, parameter estimation, and hypothesis testing in research activities carried out manually and with statistical applications program assistance within the scope of basic education. |
4. | Early Grade Literacy | The purpose of this course is to provide various relevant concepts and theories regarding students' writing and reading comprehension skills according to the development of children in the early grades. |
5. | Science in Basic Education | The purpose of this course is to provide knowledge about natural sciences in an integrated manner and apply the procedures for teaching science at the basic education level. |
6. | Mathematics in Basic Education | The purpose of this course is to provide insight, knowledge, and abilities about mathematical theory, as well as how to teach mathematics at the basic education level. |
7. | Social Science in Basic Education | The purpose of this course is to provide insight, knowledge, and abilities about social science theory, as well as how to teach social science at the basic education level. |
8. | Leadership based on Tri Hita Karana | The purpose of this course is to examine existing leadership concepts and combine them with the values of Tri Hita Karana to produce an accurate leadership concept in the field of basic education. |
9. | Civic Education in Basic Education | This course aims to provide a theoretical overview of civic education, and procedures for shaping the nation's character, especially at the basic education level. |
10. | Indonesian Language and Literature in Basic Education | This course aims to provide correct knowledge of Indonesian language and literature and provide procedures for teaching Indonesian at the basic education level. |
11. | Learning Innovation in Basic Education | This course aims to provide experience and increase insight related to the integration of various models of approaches and learning strategies, both correlated and integrated with the context of basic education. |
12. | Assessment in Basic Education | This course aims to provide broad insight into learning assessment, including utilizing the results of assessments and evaluations in the field of basic education. Scope: test concepts, measurement, assessment, evaluation, linkage of assessment with learning, types of assessment, authentic assessment including assessment with portfolio, assessment for learning improvement, validity, reliability, how to develop tests, item analysis, and the practice of theoretical and empirical item analysis using relevant programs, such as: Iteman, Bigstep, and SPSS. |
13. | School and Curriculum Review | This course aims to provide real knowledge and experience to conduct an in-depth study of management practices and learning at the basic education level so that they are able to become independent and professional basic education experts. And able to understand and apply how to design, and develop a curriculum. |
14. | Comparative Study of Basic Education | This course aims to discuss issues, including basic education models or strategies in Indonesia, ASEAN countries, and other developed countries. In addition, graduates are expected to be able to innovate in implementing basic education models or strategies. |
15. | Thesis | Thesis is carried out by utilizing both quantitative and qualitative methodologies in the field of basic education. Thus, thesis writing includes the background of the problem, problem formulation, research objectives, and theoretical study of the concepts studied and accompanied by the researcher's own frame of mind. The research methodology is detailed according to the problem and research objectives. Finally, the researcher interprets and draws conclusions from all of these elements and writes them in the form of a thesis that can be accounted for academically. |
16. | 21st Century Learning Foundation and Innovation | This course aim to provide insight and knowledge about the direct application of educational theories in 21st-century learning, which can later be applied in learning so that learning can be more meaningful in accordance with the development of science and technology. |
17. | Global Perspectives and Problems in Basic Education | This course aims to provide knowledge and experience on how the world of education develops, as well as respond to issues related to basic education from various perspectives. |
18. | Instructional Assessment and Evaluation | This course examines assessment and evaluation in elementary schools, the content that will be discussed is: (1) basic concepts of assessment in education, (2) learning taxonomy and its application in learning assessment, (3) appropriate instruments in learning and the steps for designing learning assessment instruments, (4) the process of validating learning assessment instruments and reporting them, (5) analyzing and reporting the results of learning assessments (6) the use of learning assessment instruments in the context of learning in the classroom. In addition to the concepts of the material studied, students will also be provided with skills in making and implementing instruments in elementary schools. |
19. | Instructional Strategy | This course examines the concepts of learning strategies and designs that can be used to teach elementary school students. The contents to be studied are (1) the nature of the learner approach, learning strategies/models, and learning methods; (2) various learning models; (3) characteristics, design dimensions, and procedures for preparing learning designs (based on KTSP and 2013 curriculum); (4) preparation of lesson plans (RPP). In addition to concepts, this course also allows students to practice teaching in elementary schools by applying what they have learned. |
20. | Curriculum Review | This course contains: (1) curriculum philosophy, (2) curriculum essence, (3) curriculum development principles, (4) curriculum development models, (5) classroom-based assessment (authentic assessment), (6) 2013 curriculum preparation guide, (7) 2013 curriculum components, (8) graduate competency standards and content standards, (9) syllabus development and syllabus development steps, (10) preparation of lesson plans (RPP), (11) Practice of preparing lesson plans for five basic education unit study areas. |
21. | Learning and Instruction | This course discusses the nature of learning, the nature of learning outcomes, factors that affect learning outcomes, learning theories, learning models, learning methods, and learning/teaching skills. This course is intended to form prospective teachers' personal competence, social competence, and pedagogic competence. |
22. | Educational Insights | This course discusses the nature and meaning of Educational Sciences, educational theories concerning the development of human potential (students), educational programmatic assumptions (factors involved in the student education process), the Indonesian education system, and the competency-certification-teacher profession. |
23. | Student Development | This course discusses: (1) the basic concepts and processes of student development; (2) Characteristics of growth and development of children-aged children, adolescents, and adults; (3) Characteristics of psychic, physical, moral, and social development of children-aged children, adolescents, and adults; (4) Aspects of individual differences, (5) Developmental tasks of children, adolescents, and adults, (6) The theory of rewards and punishments in development, and (7) Developmental theories. |